Independent School Parent Summer Prep Senior 2023

50+ Senior School Destinations 150+ Co-curricular Clubs, Activities and Trips

20+ Musical Ensembles

15+ Stage Productions

260+ Scholarships Awarded 2020-2023

am-7.30pm Wrap Around Care

Dulwich Prep London provides an outstanding Values-led education. We offer a wide range of opportunities to nurture independent thinkers who go on to be thoughtful citizens of the world, equipped with a strong moral compass and the ability to adapt to our rapidly changing environment.

Our Early Years site is home to our Nursery and Reception classes. They are housed in an award-winning building set in five acres of woodland and playing fields. Come and join us at our Open Morning on Saturday 23 September 2023.

Contact our Admissions team on 020 8766 5525 or email admissions@dulwichpreplondon.org

WELCOME

INDEPENDENT SCHOOL PARENT • PREP & SENIOR EDITION • SUMMER 2023

7 In brief

All of the latest news and developments

13 Deep impact

An analysis of how AI will a ect the teaching landscape in the future

15 Cover to cover

A discussion of the important role parents play in nurturing a child’s love of reading

16 Future proofed

Employers of the future will be seeking well-rounded indviduals as employees, predicts ACS’s Robert Harrison

18 Call of the wild

As the new king continues to celebrate his love of the great outdoors, we highlight three schools’ nature-loving initiatives

22 Making an entrance

Advice on how to prepare for the senior school entrance exam process, including the ISEB Common pre-test

26 Because they’re worth it

A look at the end-of-year gifting options for the teachers who go above and beyond

Welcome to this special combined prep and senior summer edition.

In May, Cottesmore School in West Sussex held a conference on artificial intelligence. With notable speakers such as Sir Anthony Seldon in attendance, Headmaster Tom Rogerson reports on its findings (page 13) and the future influence of AI on education.

Meanwhile, Cristina George, Head of English at Godolphin in Wiltshire, writes on the importance of parental involvement in a child’s reading development if they’re to build a lifelong passion for it (page 15).

If you think that it’s only academic high-fliers that today’s employers are looking for in their employees, think again. In the findings of a report commissioned by ACS International Schools, business leaders are far more interested in well-rounded individuals who are equipped with good communication and critical thinking skills, as well as open-mindedness and an inquiring mind than actual subject knowledge (page 16).

Are you struggling for ideas on what to give your son or daughter’s teacher at the end of term? On page 26, Becky Dickinson takes a humorous look at the conundrum parents face when it comes to suitable gifting options for them.

And don’t forget to enter this issue’s competition, page 65, where you can win a holiday to a five-star resort in Langkawi, Malaysia.

Happy reading and see you in September!

32 Now and then

Past and present bursary recipients share their experiences

38 The game of life

Eltham College shares its radical projectbased approach to Relationships Education in the wake of Everyone’s Invited

43 Working together

Having established a partnership with the Rose Hill Community Centre, MCS sixth formers are learning about the importance of outreach through volunteering

46 Ask the experts

How will parents know if a boarding environment will suit their child?

50 Movers and makers

Successful independent school alumni

56 The grand tour

Belle White shares her gap-year experience of the John Hall Venice course

59 Calendar

Summer fun for the holidays and beyond

65 Competition

Win a luxury five-night getaway for a family of four to The Danna Langkawi in Malaysia

66 School memories

Trichologist and Philip Kingsley haircare brand president Anabel Kingsley shares her memories of Trevor-Roberts School in Belsize Park, North London

Boys’ school Dulwich Prep London prioritises pastoral care

INDEPENDENT SCHOOL PARENT

DESIGN Designer

ADVERTISING Group

EDITORIAL ADVISORY BOARD

Meet the experts sharing their years of educational experience

PUBLISHING

COLIN BELL is CEO of COBIS, which works with and supports students, teachers, leaders, support sta and governors from high-quality British international schools in more than 80 countries around the world.

DISTRIBUTION

ALISON FLEMING has been Headmistress at Newton Prep in Battersea since September 2013. Educated at grammar school herself, she started out her impressive teaching career honing her classroom craft in state schools.

AILEEN KANE is the Boarding Schools’ Association’s Chief Operating O cer, overseeing media, marketing, sponsorship, finance and HR facilities. Aileen is a member of BSA’s senior leadership team.

Girls’ Schools Association and has been director of external relations for a large independent school.

DAVID MONCRIEFF is a publisher specialising in education and heritage, having previously worked as Director of Marketing at Mayfield School, and for more than 12 years as Director of Marketing Services at the British Tourist Authority.

SIR ANTHONY SELDON is a contemporary historian and political author. He’s the Emeritus Professor of the University of Buckingham and was the 13th Master of Wellington College in Berkshire from 2006 to 2015. He’s currently the 15th Head at Epsom College, Surrey.

Headmaster from Christ’s Hospital, where he was Senior Deputy Head. He’s currently Vice-Chair of the HMC’s Professional Development sub-committee.

SUE WOODROOFE has been a Head for 12 years, first at The British School of Brussels, and now at The Grammar School at Leeds. She has a particular interest in the three-to18-years educational journey, as well as the benefits of multicultural and international learning environments for children.

DR HELEN WRIGHT

Independent School Parent has been published in good faith and every e ort has been made to ensure its accuracy. All liability for loss, negligence or damage caused by reliance on the information contained within this publication is hereby excluded.

Independent School Parent also publishes The Guide to Independent Schools biannually to help you choose the right school.

EDITORIAL ADVISORY BOARD

Colin Bell, COBIS

Alison Fleming Newton Prep, Battersea

Aileen Kane, Boarding Schools’ Association

Rachel Kerr, AMCIS

David Moncrie , Chairman

Sir Anthony Seldon, Epsom College, Surrey

Mark Stretton, HMC

Ben Vessey, Canford School, Dorset

Sue Woodroofe, The Grammar School at Leeds

Helen Wright, Educational consultant

Peter Young, Marketing/Brand Consultant

RACHEL KERR is Communications Manager for AMCIS, the association for Admissions, Marketing and Communications in Independent Schools. Previously, she led communications for the

Christ’s Hospital in West Sussex is one of the country’s oldest boarding schools

MARK STRETTON joined the Headmasters’ and Headmistresses’ Conference (HMC) as Communications Manager in 2017, bringing with him more than 15 years’ experience in education sector communications.

BEN VESSEY joined Canford in 2013 as

is a former President of the Girls’ Schools Association and Vice-Chair of ISC, with three major headships under her belt. Since 2014, she has worked in international education and advises, recruits and coaches senior leaders in schools all over the world.

PETER YOUNG is an independent school governor, as well as the Chairman of the Business Marketing Awards.

Saturday 16 September 2023

Creature comfort

Bede’s, East Sussex

It’s not every day a school is asked to help safeguard the future of a rare species of carnivore from Madagascar. But then again, not every school has a zoo.

Pupils at the school are central to a European programme designed to protect the Grandidier’s Vontsira (above), a little-known species of mongoose. With just 1,000 remaining, it’s feared a single typhoon could wipe them out. As part of a drive to save the species, nine are now in captivity in Europe, with the hope that they’ll breed. Four are at Chester Zoo, a further two at Magdeburg Zoo in Germany – and three are now living at Bede’s.

The school was chosen because it’s one of the only schools in the UK to have a zoo on site, with its own zookeeper and a specialist team of assistants. “For the children who are involved in this very special project, it’s

IN BRIEF s

an extraordinary privilege to look after these animals,” says Deputy Head, John Tuson, who has overseen the development of the zoo. Head zookeeper Hannah Spurgeon has taken in specialist advice to ensure that the school is doing everything they can to keep the trio –named Ricky, Tripod and Timmy – healthy and happy. So far, they’ve proved to be quite easy customers and enjoy their two indoor and two outdoor enclosures.

Bede’s Zoo was set up 10 years ago on a shoestring but has since grown to include 16 enclosures with 70 di erent species of mammal, reptile, amphibian and bird. Each year, around 18 sixth formers study BTEC animal management at the school – a course usually only available at specialist colleges. The zoo became a member of the British and Irish Association of Zoos and Aquariums in 2020, and often welcomes visits from local primary schools.

WORDS: LAURA SUTHERLAND

eas fi or a ki g

Stroud, Hampshire

To mark the beginning of King Charles III’s reign, the whole school community gathered on the front lawn for a special coronation picnic. After a wholeschool assembly honouring the occasion and the monarchy’s service to the nation and the crown, children, along with their teachers, classmates and families celebrated the historical event against the backdrop of school buildings adorned with colourful bunting.

BEST OF THE REST

• STEM gem

Latymer Upper, West London

Sixth former Matilda has been chosen to represent the UK at the International Biology Olympiad 2023 in the UAE. She’s the only female in the UK’s team of four travelling to the international competition, which were chosen from the 13,000 students who took part in this year’s national Olympiad.

• Good sports

Charterhouse, Surrey

Charterhouse welcomed 963 children from 26 local schools to take part in the Knight Frank Schools Triathlon, the UK’s largest fundraising event for children. In teams of four, they swam, cycled and ran more than 1,900km combined, so far raising a total of £105,000.

• Triple threat

Parson’s Green Prep, West London

Lending a hand

Aysgarth School, North Yorkshire

In honour of King Charles III’s impending coronation, the entire school community took part in The Aysgarth Big Help Out on 4 May. Reflecting the importance of kindness and service in the school’s philosophy, every sta member and pupils took on chores such as gardening at Bourlon Barracks, helping at Richmond Rugby Club and preparing boxes at Richmond food bank, as well as spring cleaning three local churches.

In the frame

King’s Ely, Cambridgeshire

Teaming up Mill Hill, Greater London

The Mill Hill School Foundation

is now an o cial partner of the Saracens Group. This will begin with a clear pathway to develop talented Mill Hill rugby players with aspirations to play for the Saracens men’s team and maximising opportunities for female athletes who can progress into the Saracens women’s rugby setup and Saracens Mavericks netball squads. The school and academy will work to ensure gifted athletes have the chance to learn and develop.

Year six pupils are celebrating successful 11+ results, with 34 senior school o ers made to the 11 pupils, including a total of three scholarship awards: an academic scholarship for Queen’s College and art and ballet awards for Frances Holland Sloane Square.

• A survivor’s strength

Solihull School, West Midlands

Year 11’s Ella Martin has had her camera skills celebrated with two big photography awards. She earned a Highly Commended at the Boarding Schools’ Association’s Supporting Excellence Awards, in the Khadija Saye category, named after the Rugby alumna and respected photographer, who died in the 2017 Grenfell Tower fire. This came just weeks after winning in the People category of Norwich University of the Arts’ Beyond the Frame contest. s

The school was privileged to welcome Holocaust survivor and educator Eva Schloss MBE for the British premiere of My Brother’s Gift, a play by Claudia Haas about how Eva’s brother Heinz nurtured his creative talent while the separated family hid from the Nazis.

CHANGING PLACES

Crowning story

Hanford, Dorset

Rufus Bird, who was the Surveyor of the Queen’s Works of Art and held curatorial responsibilities for the Crown Jewels for more than a decade, came to the school to deliver two talks – one for the pupils, and another for parents and members of the public – about the priceless artefacts and their role in the coronation of new monarchs. Sharing fascinating anecdotes and mind-blowing gemstone counts, he dazzled the audiences with his insider understanding of the history and symbolism of the pieces.

Bravo, bravo!

Ellesmere College, Shropshire

Musicians and the school’s Chapel Choir have been wowing audiences at a series of concerts in Barcelona. Touring the city as a flash mob across five days, they performed at Barcelona Cathedral and Montserrat monastery, as well as a short concert at UNESCO world heritage site, La Sagrada Familia and a Mass and concert in its crypt, where its architect Antoni Gaudí is buried.

Two become one Eltham College, South-East London

In September, the college will merge with Blackheath Prep to become one family of schools. This will strengthen the schools’ already close ties, as well as allow pupils to share facilities and expertise, and for sta to develop their careers within a wider professional pool. The group will be led by Eltham College Head Guy Sanderson, aided by Alex Matthews (Head of Blackheath Prep) and Vikki Meier (Head of Eltham College Junior School).

Sean Price is the new Head of the Junior School at King Edward’s School, Bath from the spring term in 2024.

Liz Norris is the new Head of the prep school at St Swithun’s, Winchester, starting in the autumn term.

Badminton School, Bristol has welcomed Jessica Miles as its new Head.

Sidcot School in Somerset will welcome James Jones as its new Head next January.

Karen Laurie will take over as Head at Guildford High School, Surrey this September.

Headteachers on the move

Leigh-Anne Morris has taken up the post of Head at Bede’s Prep, East Sussex.

DEEP IMPACT

On 12 May this year, Cottesmore hosted a free conference on the topic of arti cial intelligence (AI). Tickets were snapped up within a day, so the Cottesmore team moved to open it up to a live national and international online audience through a livestream broadcast.

ere was certainly a global buzz surrounding the event. Educationalists joined from Singapore, Scotland, Nigeria, New York, Hong Kong, Honduras and from many places in between.

My nephew is at Cottesmore and is a technology wizard. He’s about to head o to Eton College and, in my humble opinion, there’ll be a huge ‘net gain’ when he arrives; he’ll be running the whole school’s technology within six months. He came back from the last weekend exeat in the Christmas term full

granted access to the live internet, and a tendency for AI-infused hardware to feel compelled to remove humans from the equation so that they can carry on more e ciently with their programmed tasks. Not ideal.

On a lighter note, we should consider how AI will impact children and young adults. For a start, an essay that would have taken them four hours to write now takes them eight seconds – an amazing development for the pupil who prefers to be kicking a football around with friends. But these stories and the consternation they induce are mere sideshows.

On a larger scale, AI is poised to have a signi cant impact on schools’ curricula, transforming the way pupils learn. AI will be able to tailor educational content and materials to individual students’ needs.

of excitement about ChatGPT, a new ‘generative’ arti cial intelligence application (a ‘large language model’ or ‘LLM’). I listened with mild interest. en it all kicked o in the Easter term. Elon Musk, an early investor in ChatGPT, wrote an open letter calling for generative arti cial intelligence research to be paused for six months while we all catch up. Interest was piqued, and the thirst for AI knowledge had to be quenched.

Apparently the Cottesmore AI conference is already the stu of legend. We ended up hosting representatives from an enormous array of associations, state schools, independent schools, consultancies and government departments – it was a veritable Who’s Who of the education world. Why did we bother creating the conference? And why is AI worth all of this fuss?

Generative arti cial intelligence is increasingly being embraced due to its transformative capabilities across multiple domains. AI enables one to create new images, music, and even entire stories, with unsettling ease.

As would be expected, there are signi cant drawbacks to all of this super-hyped productivity.

ese include potential mass redundancies, an apparent lack of control once generative AI is

A goal without a plan is just a wish, and from a curriculum-planning perspective, AI can also analyse vast amounts of data, such as performance, attendance records, and engagement levels.

All work and no play makes Jack a dull boy: AI automates routine administrative tasks, such as grading assignments and managing paperwork. is automation will allow teachers to focus more on instruction and student interactions.

A problem shared is a problem halved: AI can facilitate collaborative learning and problemsolving activities; as AI becomes increasingly prevalent in the workforce, integrating it into the curriculum prepares students for future careers. However, it’s essential that we strike a balance between AI-driven tools and human interaction to ensure an o ering that nurtures creativity, social skills, and emotional intelligence.

e future is now and AI is here to stay. But I’d totally understand if you simply want to go and play golf and/or sit down in a dark room to think it over. It might go away if you sit quietly enough.

ere are several AI applications that can help you with that swing, by the way. ey’ll require the use of virtual, and augmented, reality headsets but that’s another story for another day...

Tom Rogerson is Headmaster of Cottesmore Prep School in West Sussex

Tom Rogerson assesses the potential positives and negatives of artificial intelligence’s future influence on education

ON A LARGER SCALE, AI IS POISED TO HAVE A SIGNIFICANT impact on schools’ curricula, transforming the way pupils learn. AI WILL BE ABLE TO TAILOR CONTENT TO INDIVIDUAL NEEDS

COVER TO COVER

Aquestion, posed to me by the parent of a new student, continues to trouble me... its implication being that, in attending our school, encouraging reading would be the exclusive responsibility of the English department.

In a 32-week academic year, with up to three English lessons a week for teaching a range of skills and knowledge, encouraging a child to read can’t be laid solely at the desk of teachers of English. And beyond classes, students enjoy enriching extracurricular activities, leaving precious little time to pick up a good book during the school day.

Surely, a good time to encourage reading, therefore, is during the holidays – time managed by parents. Long journeys between destinations provide ample opportunity for reading (travel

proclaiming: ‘It’s reading that determines exam success, along with many more bene ts.’ Quigley stresses the importance of ‘rare words from books that o er an extra-special value for early language development’ and that ‘the reading environment in the home…holds signi cant value.’ He also reminds us that, like any skill, reading must be practised to be mastered. I recommend Quigley’s book to parents, especially of early years children. It emphasises what we already know: that reading –and especially reading well – is important.

So, how can we all encourage children to read?

e books that captured me tended to be ones that moved or inspired. Choosing a book that will move is a good place to start; books that elicit laughter, anger, fear, sympathy, amazement or surprise, will touch their readers, stirring a desire to repeat

sickness permitting), while days lounging either at home or an exotic destination present a conducive atmosphere for picking up a book.

Studies show parental modelling contributes signi cantly to a child’s reading habits, and that parents play a truly vital role in shaping these behaviours. Parents seen enjoying reading, heard discussing books and expressing the value that reading has in their lives, transmit the thrill and excitement the world between two covers (or in a Kindle) has to o er. So it’s something really worthwhile investing e ort towards.

Academics Anne Cunningham and Keith Stanovich’s 1998 research provides evidence of the importance of reading for pleasure. It concludes, that reading has ‘direct implications for vocabulary development’, that ‘most vocabulary is acquired outside of formal teaching’ and that ‘this will happen vastly more o en while reading than while talking or watching television’. ey make it clear that ‘di erences in out-of-school reading volume are an even more potent source of the rich-getricher and poor-get-poorer* achievement patterns’.

Alex Quigley’s, 2020 research-led publication, Closing the Reading Gap, reinforces this message

the experience. Pitching the vocabulary, pace and relevance of a good read is also key. I’d recommend choice – lots of it. Get children to choose 10 books and read the rst three chapters. If they’re not hooked, move on. Nothing dulls the experience like wading through something you’re not enjoying.

At Godolphin, we have a terri c librarian with a consummate knowledge of texts, classic and modern; she regularly reviews texts and the library is lled, like a veritable sweet shop, with titles tailored to suit student preferences. English devotes half an hour in lessons each week to ‘reading for pleasure’ in KS3, gently guided by a reading challenge that stretches choices, but which emphasises enjoyment. We celebrate World Book Day, have book clubs and hold a biennial Literary Week with visiting authors and workshops, to enthuse students with the written word.

As a school, we make a sterling e ort to encourage children to read during a busy term: stocking our library, setting aside time, discussing books, inspiring interest beyond the curriculum and encouraging students to engage with authors.

And so, in response to the question posed to me, my answer: what are you trying at home?

Cristina George is Head of English at Godolphin School in Wiltshire

The benefits of reading are endless, but when it comes to nurturing a child’s passion for it, it can’t just be left to schools –parents need to be involved too, writes Cristina George

STUDIES SHOW PARENTAL MODELLING CONTRIBUTES significant to a chi d’s reading ha its, and that arents a A TRULY VITAL ROLE IN SHAPING THESE BEHAVIOURS

CUNNINGHAM AND KEITH STANOVICH

FUTURE PROOFED

The pace at which the world is evolving makes it impossible to forecast the future workplace. New disciplines and previously unimagined job roles are constantly emerging, and the skillsets and abilities that employers value today, may or may not be valuable tomorrow. With this in mind, it’s surely fair to ask: ‘What’s the purpose of education today?’ and: ‘How can I best prepare my child for an ever-changing, uncertain future?’.

To help answer, and to provide clarity to these questions, we, at ACS International Schools, collaborated with the International Baccalaureate Schools and Colleges Association of the UK and Ireland (IBSCA) to commission a piece of research – Education for a World of Opportunity – to understand the views and opinions of British

(88 per cent), open-mindedness (72 per cent), an inquiring mind (78 per cent), and critical thinking (76 per cent) were all ranked by SME decision makers as more important than subject knowledge (69 per cent). It can therefore be concluded that employers are looking for students with an education that developed the whole person.

By nurturing these core competencies alongside knowledge, we can ensure that students are prepared not just for one occupation, but a lifetime of learning and employment.

Our research also explored the importance of international-mindedness: to understand, respect and value di erent cultures, embrace diversity and know that di erent perspectives coming together make the world a better place. Our research shows that 40 per cent of SME decision makers say that

Small and Medium Enterprises (SMEs) decision makers, which account for 99.9 per cent of the business population in the UK, and leading global companies, such as Amazon and Pepsi Lipton, to better understand the kind of skills and, more importantly, the kind of people that will be employed, in tomorrow’s world. e results from the report will help parents understand what they should be looking for in the education delivered by their child’s current or prospective school.

Over the last ve years, students around the globe have witnessed a pandemic, learning behind screens, isolation, a climate crisis, wars and political events, which have had profound, international impact. is has led to an ongoing conversation around the purpose of education, and, the general consensus from the report shows that, in order to thrive, students need a holistic well-rounded education that will allow them to empathise and engage with tomorrow’s issues.

To illustrate this, over two-thirds (68 per cent) of SME-business decision makers surveyed said that they believe the purpose of education is to develop decent human beings rather than e cient workers.

Furthermore, skills such as communication

a young person’s demonstration of internationalmindedness is “important” or “very important” in their recruitment of entry-level candidates. erefore, it’s more important than ever for education to give students the opportunity to connect globally.

As mentioned previously, having subject knowledge in isolation is no longer enough to thrive in the world of work, but how important and valued is it generally? Surprisingly, only a quarter of SME leaders believe that having subject knowledge is very important, favouring the development of personal and professional skills instead. at’s why ACS International Schools o er International Baccalaureate programmes for students.

So, as the results suggest, parents should look to ensure their child’s education develops them into well-rounded human beings, who are equipped with personal and professional skills and can leave school to thrive in local and global communities. Armed with this information, parents can make a more informed decision about what school is the best t for their child. And, while I doubt that any school can deliver students who are future-proofed, we can certainly help to make them future ready.

Robert Harrison is Director of Education and Integrated Technology at ACS International Schools

Well-rounded individuals, rather than e cient workers, are what today’s business leaders are looking for in their employees, says Robert Harrison

THE GENERAL CONSENSUS IS THAT, IN ORDER TO THRIVE students need a holistic, well-rounded education that will allow them TO EMPATHISE AND ENGAGE WITH TOMORROW’S ISSUES

Sompting Abbots’ Sussex parkland estate gives youngsters ample opportunities to explore all that nature has to o er

The exquisite invitations issued for King Charles III’s coronation celebrate his love of the natural world. ere’s a positive wild ower meadow of primroses, violets, corn owers and bluebells complete with a bee, ladybird, wren and robin. A Green Man, the symbol in British folklore that represents spring and the renewal of nature, is given almost as much prominence as the heraldic lions and unicorns. King Charles has long been a champion of nature and the British countryside. Here, we look at schools who take the great outdoors just as seriously...

Ardvreck School, Perth

Pupils in kilts and wellies spend break times building dams and dens in the woods at Ardvreck School, set in 42 acres in the foothills of the Scottish Highlands, surrounded by munros, lochs and woodland.

Ardvreck has its own word – ‘barvick’ – for the special expedition days that the whole school takes part in during the summer and autumn terms. e expeditions are designed to explore the stunning local landscape, with the older pupils o en scaling the heights of the munros to listen to the school pipe band playing at the summit.

Waterproof trousers and walking boots are essential parts of the school uniform kit list and pupils look forward to Adventure Fridays, which take place every other week, when children get the chance to spend the whole day out in the woods or on the loch on an outdoor

THE EXPEDITIONS ARE DESIGNED TO EXPLORE the stunning local landscape, with the older pupils often SCALING THE HEIGHTS OF THE MUNROS TO LISTEN TO THE SCHOOL PIPE BAND PLAYING AT THE SUMMIT

Just like our new king, there are many independent schools across the country that champion the benefits of a life lived in nature.

Thalia Thompson investigates three schools with a passion for outdoor learning

CHILDREN LEARN TO IDENTIFY BIRDS BY SIGHT AND sound; spots include woodpeckers, skylarks and lapwings. THIS MINDFUL LISTENING, TUNING INTO THE NATURAL SOUNDS AROUND THEM, SETS PUPILS UP FOR THE DAY

expedition, which might include mountain biking, canoeing, hiking or climbing.

And children are learning too, whether that’s testing out speed and gravity by rolling down the headmistress’ lawn or learning practical skills, such as lighting camp res, safe use of laplander saws and wild ower identi cation. Just as important are all the so er skills that outdoor activities teach; “children learn to overcome challenges, take calculated risks, and develop a sense of self-reliance,” says the school.

Sompting Abbots, West Sussex

You’ll nd pupils outdoors rst thing in the morning at Sompting Abbotts, armed with binoculars, recording equipment and notebooks for Tweet of the Day birdwatching sessions. Children learn to identify birds by sight and sound; spots include woodpeckers, song thrushes, skylarks, lapwings and corn buntings. is mindful listening, tuning into the natural sounds around them, helps set pupils up for the day ahead.

e school’s parkland estate with ancient woodland, chalk grasslands and wild ponds set within the South Downs National Park provides ample opportunities for wildlife watching, play and learning. e youngest

children pull cheerful red tracksuits over their uniforms and head out to connect with the natural world. Tree climbing is positively encouraged (with a few height rules) and there’s an annual conker competition.

Ardvreck pupils learn outdoor skills, such as how to light campfires

Children grow vegetables in the Victorian greenhouse, which are used in school meals, learning about food miles along the way.

Children collect wood for camp res, make tools from natural materials, dig in the mud, identify insects with magnifying glasses and learn to recognise wild owers, plants and leaves. Children study the water boatmen, dragon ies, newts and frogs in the pond and barn owl pellets, found in the school grounds are dissected and analysed in science lessons. “Being able to go outside to marvel at a bee swarm or frogspawn, can’t be matched by a YouTube clip,” says the school.

Windermere School, Cumbria

Windermere School enjoys an idyllic location nestled on a hillside, overlooking England’s largest lake, with “arguably the best school view in the world”.

e youngest children have weekly Forest School sessions, developing skills ready for the adventure programme that runs from year three to year nine. is involves children spending an a ernoon a fortnight – from lunchtime until 5pm – taking part in outdoor

adventures, whether that’s at the school’s own watersports centre on Lake Windermere or mountain biking, caving or climbing in the surrounding countryside. From year 10, children can choose to specialise in a particular activity or can even take a BTEC in outdoor adventure.

e school is a big believer in using the outdoors for academic learning too – they say that it helps maintain enthusiasm and focus to GCSE and beyond. For example, almost half of the science curriculum for years seven and eight is delivered outdoors, with pupils taking samples of invertebrates from the streams to measure water quality and using playground equipment to study physical forces.

“If children are out in nature, they learn to love and respect it,” says the school. An environmental consciousness permeates the school – down to every light switch having a little sticker on it, reminding people to switch them o when leaving a room. And as part of the International Baccalaureate programme, pupil volunteers help park rangers plant trees and maintain dry-stone walls – keeping traditional skills of the Lakes alive.

THE BENEFITS OF AN ALFRESCO EDUCATION

Research studies link time spent outdoors with a whole host of health benefits for children.

Children who take part in outdoor activities develop advanced motor skills and improved agility, balance and coordination and are less likely to be overweight. Their immune systems benefit too – from exposure to vitamin D in sunlight to microorganisms from playing in mud, an outdoor education is good for children’s health.

There are mental health benefits too. Children today face all sorts of pressures; academic and social. Time spent outside provides a respite – it enhances mood, gives children a chance to release pent up energy and is proven to reduce levels of the stress hormone cortisol.

The challenge of an outdoor adventure builds confidence and teaches valuable lessons about perseverance and resilience. Lighting a fire with a flint stone usually takes multiple attempts – but children keep trying and learn the importance of determination and persistence.

Outdoor learning develops children’s self confidence and it can also boost academic progress. Using practical real-life experience, involving all five senses and learning by doing, helps skills stick.

At Windermere School, students in year 10 and above can take a BTEC in outdoor adventure

aki g a entrance

Pre-tests are a type of assessment taken by children applying to independent senior schools for 13+ entry (aged 12 or 13). They’re taken before the 11+ or 13+, and are used by schools to assess which candidates to invite to the next stage of the application.

The most common pre-test for UK independent schools is the ISEB Common Pre-Test. This is a ‘shared assessment’ which a wide range of senior schools (around 75 in total) accept, including Eton College, St Paul’s and Westminster.

Some schools, for instance King’s College Wimbledon, Whitgift and Magdalen College School, set their own pre-test instead.

here does he re es fi i o he a li a io ro ess

The pre-test is typically taken when the candidate is in year six (aged 10 or 11) and is the first formal stage of the application process. Following the pretest, successful candidates are invited to the next stage of the application, which varies from school to school.

Some schools, for instance Eton College, require successful candidates to take an 11+ assessment a few months

after the pre-test. Boys who pass that stage will then be o ered a place that’s conditional on passing a 13+ assessment two years later. Others, like Westminster, invite candidates who were successful at the pre-test stage to interview. Successful interviewees may then be o ered an unconditional place.

ha does he re es i l de

The ISEB Common Pre-Test is an online test that is age-standardised and adaptive. ‘Age-standardised’ means that the test is adjusted according to the applicant’s age, so that a child who is young for their year group will not be disadvantaged compared to an older peer. ‘Adaptive’ means that the di culty of the questions changes as the test goes on. The more correct answers a candidate gives, the harder their next question will be, while candidates who give fewer correct answers will see progressively easier questions.

The test is divided into four sections and lasts for two hours and 15 minutes:

• English – 40 minutes

• Non-Verbal Reasoning – 30 minutes

• Verbal Reasoning – 25 minutes

• Maths – 40 minutes

At schools which set their own pre-test,

WHICH SCHOOLS USE THE PRE-TEST?

Around 75 independent schools in the UK use the ISEB Common Pre-Test. Some of the most wellknown of these include Eton College, Wellington College, Stowe, Brighton College, Winchester College, King’s School Canterbury, Dulwich College, Harrow, St Paul’s, Westminster, Radley College, and Charterhouse. Some schools choose to set their own pre-test rather than use ISEB’s. Examples include King’s College Wimbledon, Whitgift and Magdalen College School.

Pre-tests are required for entry to certain senior schools. Nathaniel McCullagh explains what they are and how to prepare for them

SOME SCHOOLS, FOR INSTANCE, ETON COLLEGE, require successful candidates to take an 11+ assessment A FEW MONTHS AFTER THE PRE-TEST. BOYS WHO PASS THAT STAGE WILL BE OFFERED A CONDITIONAL PLACE

Charterhouse is one of many independent schools that uses the ISEB Common Pre-Test

the exact format of the assessment will vary. However, it’ll test similar core skills of English, maths and verbal and nonverbal reasoning. Unlike the ISEB pre-test, these are usually traditional pen-andpaper assessments.

Why do schools use the pre-test?

Pre-tests are popular with schools because they narrow down the number of candidates to consider early in the process, reducing their assessment and administrative burden. They also enable schools to make an o er (albeit usually a conditional one) to a strong candidate as early as possible, potentially ‘securing’ that candidate from competing schools.

For parents, pre-tests provide clarity on which schools their child might be accepted by, meaning they may complete fewer applications and have higher chances of success. However, there’s a lot riding on the pre-test for an assessment taken by children as young as 10. If your child has an o day or is a late developer, they may not be able to do themselves justice in their application.

How to prepare for the pre-test

We advise beginning your child’s preparation at least a year in advance. A regular course of preparation can reduce the pressure, ensuring they enjoy their learning and give the best account of themselves on the day.

Fundamental skills can be built up in a fun, engaging way a long time before the test itself. Reading regularly will improve vocabulary, comprehension and grammar. For maths, traditional techniques such as practising mental maths and running through times tables can be combined with online maths games (e.g. on BBC Bitesize) to improve your child’s numeracy. With a solid foundation of verbal and numerical skills, your child will be well-placed to prepare for the questions they’ll be asked in the pre-test. Your child’s school will know the pretest inside out, and can target any skill areas that need extra attention, ensuring your child is as confident and wellprepared as possible.

WHAT IS THE DEADLINE FOR TAKING THE PRE-TEST?

The ISEB Common Pre-Test is available to be taken throughout the academic year, from October to June. However, many schools will set a date for applicants to take the pre-test in order to fit in with their own admissions process. This will typically be when the candidate is in the autumn term of year six, around November or December. Check with the registrar or admissions manager of the school(s) to which you’re applying if you’re unsure.

Harrow requires entrants to pass the ISEB Common Pre-Test, then the Harrow Test in year seven

FOR PARENTS, PRE-TESTS PROVIDE CLARITY ON which schools their child might be accepted by, meaning THEY MAY COMPLETE FEWER APPLICATIONS AND HAVE HIGHER CHANCES OF SUCCESS

Nathanial McCullagh is founder of Simply Learning Tuition.

A MEMBER OF STAFF AT DOWNE HOUSE SAYS their father, a headteacher, was gifted with an original work of art.

“SOME PARENTS KNEW HE WAS AN AVID COLLECTOR, SO THEY COMMISSIONED HIS FAVOURITE ARTIST”

Because they’reworth it

Diamond jewellery, Champagne, an iPad, a designer watch, an original work of art, a pair of Ugg boots and even a sari. No, Christmas hasn’t come early, these are just some of the gi s that have been thrust upon teachers by grateful parents. It’s more than some of us would spend on our actual family members. Yet you could argue that anyone with the ability to keep a classful of children in order on a daily basis is worth their weight in gold (watches). Or indeed, designer clothing or John Lewis vouchers. e list goes on.

But just what is an appropriate end-ofyear gi ? As the end of term approaches, it’s a question that’ll be on many parent’s minds. But before you resort to scented candles or (yet another) mug, I quizzed some teachers about the most memorable gi s they’ve received from their pupils over the years. Strangely, no-one mentioned candles or Best Teacher mugs. Perhaps because there were other, slightly more mind-blowing examples...

Bubbles and sparkle

Alexandra Cottell, Headmistress at St Christopher’s Nursery and Prep School, in Staverton, Totnes said: “End of term always brings a plethora of gi s and I’m always so grateful. It’s incredibly touching, although never expected. e most popular gi s are de nitely chocolates, followed by wine.”

But while it’s hard to go wrong with vino (unless it’s from the bottom shelf in Lidl) other parents have taken things up a notch. One teacher, from an independent school in Somerset,

said she once received not just a bottle, but a whole case of Champagne (Veuve Clicquot Yellow Label, in case you’re wondering).

And if you think that’s impressive, Rachel, who taught at an international school in Dubai, has been endowed with Jack Wills clothing, a “really beautiful necklace” and a stunning sari, from a student who knew she was going to a Hindu wedding. Beaten only by the colleague who was presented with a Swarovski watch and £450 of John Lewis vouchers. Although spare a thought for the teacher who was thrilled to receive a pair of Ugg boots – only to discover they didn’t t.

It’s the thought that counts

Meanwhile, at Downe House School, in Berkshire, one long-serving member of sta said: “I’ve received a wonderful range of gi s over the years, including hampers, diamond earrings, pearls, an Hermès Apple watch and iPhone, and Harrods vouchers. Amazing!”

Another member of sta at Downe House said their father, a headteacher, was gi ed with an original work of art. He explained: “Some parents knew he was an avid art collector and that he loved the Scottish Highlands, so they commissioned his favourite artist to paint an original landscape, with a message of thanks, engraved on to the frame.” Which leaves many of us feeling like we might need to up our game.

But while chocolates, wine and, err, scented candles, pale into insigni cance in comparison to diamonds and artwork, for some parents, those end-of-year gestures can be a source of stress. And who hasn’t been on the receiving end of a WhatsApp conversation about contributing to

s

As the end of term approaches, Becky Dickinson considers the end-ofyear gifting options for superstar teachers

Teachers agree that meaningful gifts from children are the best

Struggling for ideas? Here are some treats every teacher will love

• Deluxe Champagne hamper Move over Quality Street, this decadent hamper is full of tru es and other delights, finished o with a bottle of Moët. £100 from lovecocoa.com

• A silk pillowcase

The perfect gift for tired teachers: a pillowcase made from superior-grade silk. £60 from thisissilk.com

• A Prezzee gift card

This virtual eGift card allows teachers to choose exactly what they want and can be redeemed across multiple brands, including John Lewis, Waterstones, Harvey Nichols, Airbnb and more. Available from prezzee.uk

• The Rhug Wild Beauty body set

Let them unwind with a luxurious set of organic body wash, body scrub and body cream, from the Rhug Estate in Wales. £96 from rhugwildbeauty.com

• The Ultimate Darts Farm hamper

Fresh from Devon, a collection of handcrafted foodie treats; including chocolate, raw honey and fizz. £105 from dartsfarm.co.uk

a combined gi ? Mum-of-two, Jo, from Surrey, recalls the time some parents decided to club together to buy a teacher a bespoke yoga bag and some café vouchers, only for others in the group to say it wasn’t ‘motivational’ enough.

However, if you’re worried about keeping up with the Jacks and Olivias, there’s one thing every teacher loves to receive. “ e most precious gi s are the ones from the children themselves – the colourings, cards, and drawings,” stresses Alexandra Cottell. She even has a ‘special board’ where she displays all these heartfelt tokens of appreciation.

From the heart

Other teachers agree: these are the gi s money simply can’t buy. A housemistress at Downe House School said: “I once had a year 10 student

who, knowing I’d recently had my rst son, made a special story book for me to read to him. She bound it herself, hand-wrote the story and painted all the illustrations. I still have it today. Gorgeous!”

And a language teacher, from a private girls’ school told me: “one year, some pupils baked a gluten-free chocolate cake with Deutsch ist mein Leben (German is my Life) iced on top. Another class gave me a travel mug with all the things I said regularly in class and emblems from the play we studied. ose gi s with some thought behind them are the nicest.”

So, if you’re feeling the cost of living crisis bite this year – not to mention the cost of school fees – remember: it really is the thought that counts. (Although of course, a decent bottle of wine is always welcome, too.)

FOR SOME PARENTS, THESE END-OF-YEAR gestures can be a source of stress. Who hasn’t been ON THE RECEIVING END OF A WHATSAPP CONVERSATION ABOUT A COMBINED GIFT?

PHOTOGRAPHY: SHUTTERSTOCK/NEW AFRICA; SHUTTERSTOCK/URBANBUZZ

THE GIFT LIST

Our outstanding academic curriculum, extensive co-curricular programme, and boarding promise have been refined over generations to help our boys thrive. If you're looking for a school with a rich history of providing exceptional education and boarding for boys, look no further.

Unlock your son's full potential and join our legacy of academic excellence. Contact us 01677 451021 or admissions@aysgarthschool.co.uk #AysgarthExcellence

Wetherby Senior School

Head Teacher: Joe Silvester

Admissions: Kathryn Easthope, Registrar registrar@wetherbysenior.co.uk 020 7535 3530

GENDER/AGES: Boys, 11-18 years

TOTAL PUPILS: 415

TYPE: Day

FEES: £9,695 per term (2023-24)

TYPICAL CLASS SIZE: Senior around 18, Sixth Form 3-15

ENTRANCE PROCEDURE: Academically selective with usual entry at Year 7 (11+), Year 9 (13+) or Year 12 (16+). Assessment via exam, references, and interview.

School philosophy: An extraordinary London school, a springboard to the world. In a fairly short history, Wetherby Senior has built a strong reputation as a forward-thinking, caring, and successful community. Our boys are encouragedacademically and socially – to realise their potential, which is proudly reflected in the places our alumni hold at top universities around the world.

Academic record: Our rigorous curriculum, taught by dynamic and experienced sta , guides pupils towards the highest levels of attainment and success.

From Year 11 (much earlier than most schools), each boy is assigned a personal university advisor to support plans to study in the UK and Europe, while US Advisors assist with North American applications. In just four years, our sixth formers have received over 50 o ers to study in the USA or Canada.

Extracurricular: Sport is compulsory, so our Marylebone site has a strength and conditioning suite, spin and boxercise studios, and yoga space. Pupils also visit Ealing Trailfinders each week to enjoy football, rugby, tennis, cricket and more. Our Drama Department produces three productions annually, with opportunities on- and o -stage. Our Music Department teaches all in Year 7 a brass or string instrument, and provides tuition in other instruments, while our ensembles and Choir perform termly concerts. Our pupil-led magazine, The Barometer, allows our young writers and photographers to see their work in print. Co-curricular clubs range from boxercise to board games, cookery to coding, and Young Enterprise to yoga.

Notable achievements and alumni: Wetherby Senior’s expertise in supporting higher education goals is reflected in our outstanding results. Our Class of 23 secured over 100 o ers for top universities across the UK (with o ers at 21 of the 24 Russell Group universities, including Cambridge, LSE, UCL and Imperial) and continental Europe, and more than a dozen o ers for prestigious North American colleges, including the University of Pennsylvania (Ivy League), NYU, NYU Stern School of Business, and Canada’s McGill University. Open Days: Saturday 7

Past and current bursary recipients testify to the power these awards have to change lives and to realise dreams

Amir, Latymer Upper School, London

I’m studying Medicine at Jesus College, Cambridge, having left Latymer Upper in 2018. I joined in year seven and was on a full bursary throughout my time at the school. I was also the first person in my family to gain A-levels and go to university. During my time at Latymer, I enjoyed football, rugby and participating in music. I credit the school with giving me a love of learning and academia, and for encouraging a healthy extracurricular life. A Latymer bursary is life changing, and that doesn’t just encompass the seven years I spent there; the influences go well beyond that.

Being a Latymerian has opened doors for me, from work experience in top hospitals to getting advice on uni applications. The bursary has played a critical part in shaping the journey that I’m on today. My aspiration is to become a neurosurgeon and I’ve been working very closely with the neurosurgery department at Addenbrooke’s Hospital in Cambridge. A paper I’ve written with Addenbrooke’s neurosurgery department on functional and structural brain changes in degenerative cervical myelopathy (DCM) – a condition where you get compression of your cervical spine – is in submission to a neurosurgical journal and it has been accepted to be presented to the European Association of Neurological Surgeons 2023 in Barcelona and International Spinal Cord Society 2023 in Edinburgh.

top HOSPITALS TO GETTING ADVICE ON UNI APPLICATIONS

Matthew, Christ’s Hospital, West Sussex

Christ’s Hospital changed my life for the better. The teachers and the sta in house always pushed me just enough out of my comfort zone to improve and make progress, while still o ering support to fall back on. While they fostered my sense of independence, I always knew where the support was. Without the school’s driving force, I think that I would have become more complacent and put less e ort into work. The academic culture is so strong that I always felt like there was more ground to cover further down the line and that I should push further.

The school’s attention to non-academic areas of life has also been exceptional. While I pursued neither music nor sport at a high level, I always valued my place in the chapel choir and Schola Cantorum, as well as my place on the fives squad. It was always a nice break from the more arduous areas of school life and in retrospect some of the people I spent the most time with were through those channels. Choir gave me some incredible experiences, from marching through the streets of London on St Matthew’s Day every year to performing at Lambeth Palace.

BEING A LATYMERIAN has opened doors for me, from work experience in

Latymer Upper School has one of the UK’s most generous bursary programmes

WHILE THEY FOSTERED MY sense of independence, I always KNEW WHERE THE SUPPORT WAS

Christ’s Hospital in West Sussex o ers an array of awards for specific talents

Noor, Manchester High School for Girls

I don’t think I’ll ever fully be able to articulate the impact that receiving a bursary had on me. I distinctly remember the day I received my acceptance letter – truthfully, me and my mum were more apprehensive about the outcome of my bursary application. I remember her opening it and tears of joy streaming down her face – I knew then that I’d gotten in.

Attending Manchester High completely shaped my world view. Not only did it instil a love of learning in me, but it showed me that I can achieve anything and everything I put my mind to, and contrary to what I’d been told, nothing would ever limit me, regardless of where I came from, my background or my family’s financial status. I met peers and teachers who instilled so much self-belief in me, and to whom I’m eternally grateful.

Receiving a bursary truly demonstrated to me its importance – remarkably bright pupils shouldn’t miss out on the opportunity to learn and thrive in an environment that supports their growth, and the bursary fund is a beautiful means of ensuring that this happens. I’m currently studying medicine with German and I’m so excited for what my future may hold – 11-year-old me would never have thought this was possible.

Louie, Marlborough College, Wiltshire

I’m in my final year at Marlborough and am an ambassador for The Marlborough Di erence Campaign for life-changing bursaries helping to inspire current and future bursary pupils to follow their aspirations.

I’ve always known that I wanted to be a surgeon from an early age, in part inspired by my family: my parents both work in non-clinical roles in the NHS and my sister is a nurse. Early on, I felt that the grammar stream at Swindon Academy and then a place at Marlborough o ered me the best chance of fulfilling my dream.

Boarding has been a new challenge for me and I’ve felt my confidence grow as a result. I feel that I’m really being pushed academically here, and I find the independent study a good preparation for university.

I want to go on and make a di erence in life. After Marlborough, I hope to study medicine and become a surgeon.

EARLY ON, I FELT THAT THE grammar stream at Swindon Academy and then A PLACE AT MARLBOROUGH OFFERED ME THE BEST CHANCE OF FULFILLING MY DREAM

IT SHOWED ME THAT I can achieve anything and everything I put my mind to, AND CONTRARY TO WHAT I’D BEEN TOLD, NOTHING WOULD EVER LIMIT ME, REGARDLESS OF WHERE I CAME FROM

MHSG is committed to providing an education to gifted girls of any background

Marlborough College o ers bursary awards ranging from five to 100 per cent

Shaping ambition, resilience and curiosity

Forthcoming Open Mornings

Senior & Sixth Form

Saturday 30th September

King’s Hawford Prep

Friday 6th October

King’s St Alban’s Prep

Saturday 7th October

Independent education for boys and girls aged 2-18

Twins Mo and Ali, Queen’s College, Taunton

We joined Queen’s College in year five having never spoken a word of English. At first, it was challenging as we struggled to communicate. Our grades were quite low, understandably, because it’s di cult to explain complex ideas when you can’t speak the language! However, Queen’s provided us with extra English lessons, and our language skills gradually improved. We began to excel and moved up to higher sets: our main goal was to achieve the grades that we’re now getting.

At the same time as our studies, we learned how to play sports like rugby, hockey, and cricket which also had a very positive impact. As a result, we were selected as sport scholars and currently participate in the under-15

A teams for all three sports. We’ve had lots of fun and achieved many wins in all three this season. Playing sports hasn’t just enhanced our athletic abilities but also helped our personal growth, teaching us how to think under pressure and perform at our best for the team.

We’d like to express our gratitude to Queen’s College for this opportunity. The ongoing support we’ve received from sta has been invaluable. We hope to fulfil our dreams as we continue on our beautiful journey.

Taiwo, Putney High School GDST

I joined the sixth form at Putney High last September and I’m studying A-levels in maths, business and drama.

Coming to Putney High has been a huge opportunity for me. As a young black girl hoping to achieve a career in STEM, I knew coming here would give me access to some fantastic teaching and learning opportunities that I wouldn’t have otherwise had, and would greatly increase my chances of getting into a Russell Group university.

For a student in my position, paying for education, in addition to lunch, travel, fees and extracurricular activities would simply not have been possible. Receiving a bursary meant I wouldn’t have to miss out on an amazing education and removed any obstacles to me achieving my goals.

Since arriving at Putney I’ve helped to choreograph and stage manage the sixth form musical and have worked on lighting and sound production for several shows. I’m also really proud to have been elected to the student leadership team.

I’m getting support with so many things, from applying to UK and US universities to apprenticeships in finance and accountancy companies. Being o ered a bursary has given me the opportunity of a lifetime. I can’t wait to see where it takes me.

THE ONGOING SUPPORT we’ve received from staff HAS BEEN INVALUABLE

AS A YOUNG BLACK GIRL hoping achieveto a career in STEM, I knew COMING HERE WOULD GIVE ME ACCESS TO FANTASTIC TEACHING

Students are o ered meansblind places through the Putney High School admissions process

Queen’s College provides financial assistance in many forms to talented individuals

THE game of LIFE

Life Story at Eltham College in South-East London is the result of a whole-school inclusivity project focused on exploring new approaches to Relationships

Education as the school makes the move towards co-education. Here, its creator, English teacher

Vicki Barsby, explains the resources she developed, which have recently been shortlisted for a TES award for Pupil Mental Health Initiative of the Year

In this social-media age, it’s never been more important to empower students to build healthy relationships with their peers s

In recent years, the digitisation of the adolescent social landscape has met with a global pandemic, creating a paradoxical world in which our teenagers are at once more connected and more isolated than ever before. Given this reality, it’s increasingly crucial to provide students with an education that empowers them to foster and navigate meaningful and respectful relationships with their peers. In early 2021, in the wake of the Everyone’s Invited scandal, and with the collaboration of our pastoral team, we conducted a school-wide listening project which investigated what our students wanted and needed from their wellbeing curriculum. e desire for a move away from a lecture-style delivery dominated their responses, and subsequent investigations by e Times’ Education Commission and relationship experts at e University of Exeter con rmed that modern relationships education should ‘focus on skills rather than knowledge, (and provide) opportunities for young people to observe and rehearse skills during lessons’. Student voice is so o en ahead of the curve!

Inspired by an innovative design-research approach called e Exception Method and the choose-your-own-ending Encyclopaedia Brown novels of my childhood, I set about creating a style of lesson that would feel markedly di erent from the resources we already had in place. e important thing seemed to be to create ‘teachable moments’ that felt less contrived than topical assemblies or talks, and to try not to make the

learning feel too personal. e work needed to involve paired or group tasks, and needed to improve relationship-building skills without making the students feel patronised or like they were being, in the words of one year 11 boy, ‘told o for something we haven’t done yet’. I focused on the idea of a game or project style of delivery, where students would have a meaningful investment in what they were doing each lesson, and so, a trio of games collectively called Life Story was born.

In its rst iteration, School Story, year seven students engage with values systems and con ict resolution through the framework of establishing and running a school. Working in teams of three, students become school administrators and make decisions such as naming the school, choosing their educational priorities, designing the curriculum, and hiring teachers. Once their ‘schools’ are up and running, they begin to face unexpected challenges called plot twists, which replicate common bullying and friendship dilemmas. Students must discuss and decide how

THE WORK NEEDED TO INVOLVE PAIRED or group tasks, and needed to improve relationship-building skills WITHOUT MAKING THE STUDENTS FEEL PATRONISED

A group of year 10 students face Life Story plot twists

Students are paired for the Life Story project to navigate grown-up issues

their school should respond to each scenario, seeking to achieve an appropriate balance of discipline and compassion.

e next iteration, the eponymous Life Story, is designed for year 10 students to develop relationship skills and prepare for real-life situations more explicitly. Students are paired as couples and navigate various aspects of adult life together for six-to-eight weeks. Initially, they draw job cards with salaries and work locations, calculate their take-home income, and determine where they could live in London. Each week, the ‘couples’ receive life admin tasks, such as nding a home, going grocery shopping, or planning a holiday, which require them to negotiate and compromise as they manage both budgets and expectations. Later, plot twists challenge the couples to make decisions about their ctional teenage children’s behaviours and predicaments; they must examine dilemmas common to their own age group from a parental perspective.

e nal version, Love Story, targets year 12 and 13 students. It aims to teach them about healthy romantic relationships. Students again

CASE STUDY

SCHOOL STORY

A trio of year seven students masterminded the inclusive Harmony Academy

Conor, Amelia, and Yuxuan* came together to establish Harmony Academy, a school that prioritises equality, excellent facilities, and student wellbeing. With Conor as the Headteacher, Amelia as the Academic Deputy, and Yuxuan as the Pastoral Deputy, they’ve set out to create a “fun and supportive” learning environment for students.

The school’s uniform consists of grey attire with pink stripes, reflecting their unique identity. When it came to choosing the school musical, they opted for Wicked, due to its powerful message that emphasises the importance of inclusivity and acceptance of people who may appear di erent from the ‘norm’.

As they embarked on their journey, the team encountered their first plot twist, where a TikTok video has emerged

of students from their school throwing food and litter at each other at the local bus stop. In response, Conor, Amelia, and Yuxuan engaged in discussions on how to address this situation e ectively. Their mediating conversations range from brainstorming strategies to promote respect for the environment to punishing the students with litter-picking duty.

Driven by their dedication to student wellbeing and their leading school values of respect, kindness and honesty, the Harmony Academy team opt for an o -timetable day for the whole school to focus on learning about and caring for the environment. The students in the video will plant a tree as a promise to show more respect for their natural surroundings in the future.

work in pairs, simulating the stages of a ctional relationship, focusing on the communication skills needed to make wise choices and build positive connections. ey explore di erent personal qualities through Character Trait cards, and work together to plan parties, divide household chores, and decide on date locations. Couples erapy cards assist them in handling plot twists that arise, and they eventually play out a break-up using the We Need to Talk section of their workbooks.

Trials of the Life Story package at Eltham College have been met with enthusiasm from both students and sta . ese games o er students a valuable opportunity to navigate real-life scenarios, fostering their decision-making skills and facilitating re ection on outcomes within a secure and low-risk environment. Empowering the students to problem solve, develop empathy, and enhance their communication skills, this innovative approach to Relationships Education prepares them to thrive in our interconnected but so o en divided world.

*names have been changed

In the Love Story iteration of the game, Couples Therapy cards help pairs handle plot twists that arise

The game-style format gave students a meaningful investment in the sessions

We are free thinkers. We are courageous. We are kind.

An extraordinary Pre-Prep and Prep School in Oxford where children discover and develop their talents inside the classroom and beyond. To get a feel for the spirit of the Dragon, book onto one of our termly open days on our website, or through our Admissions team admissions@dragonschool.org / 01865 315 405.

www.dragonschool.org

STAMFORD

For every step of their journey

NURSERY - JUNIOR - SENIOR - SIXTH

Day and boarding in the heart of the beautiful Georgian town of Stamford, South Lincolnshire.

Open events this autumn, book online now through our QR code

WORKING TOGETHER

A larder inspired and run by pupils at Magdalen College School, Oxford has strengthened community relations, says Dr Scott Crawford, Deputy Head (Education Development)

Akey aim of Magdalen College School (MCS) is to equip pupils to make a positive and lasting contribution to their communities, both now and in the future. We o en see our pupils at their very best when they’re involved in partnership activities, and for many, their experiences in this area will be a highlight of their time at school. At MCS, we speak of partnership rather than outreach, as we place a high value on the shared bene ts of working with others, and at the centre of our extensive and wide-ranging partnership programme is the Rose Hill Community Larder.

Launched in November 2019, the Larder is an exciting community engagement initiative. It provides high quality, nutritious food for those who need it most, supports and strengthens the local community and reduces food waste. e project is a partnership between Magdalen College School and the South Oxfordshire Food and Education Alliance (SOFEA). Co-founded by Richard Kennell, a former MCS pupil, SOFEA is a charity that aims to transform lives by tackling food insecurity while having a positive impact on the environment.

Based at the Rose Hill Community Centre Social Club in East Oxford, the Larder

is sta ed by sixth form pupils on their Community Service Organisation placement alongside MCS teaching and support sta colleagues. During the school holidays, the Larder continues to operate thanks to the enduring support of pupils, parents and sta . Open on Tuesday a ernoons, the Larder enables members, almost all of whom are local residents, to choose grocery items and collect fresh fruit and vegetables which would otherwise go to waste. In addition to a complimentary hessian shopping bag, members are also o ered free toiletries and household cleaning products, recipe cards and holiday activity packs for children.

MCS sixth formers work at the Larder at the Rose Hill Community Centre

Rose Hill is one of the most deprived parts of Oxfordshire. Located in the same OX4 postcode as MCS, the area is subject to multiple levels of deprivation and was, until 2019, among the 10 per cent most deprived areas in England. e Larder has proven to be an invaluable resource for the community.

Tuesday a ernoons provide Larder members with the opportunity to talk to and share neighbourly information with MCS volunteers and Oxford City Council Locality and Community Support O cers for Rose Hill.

e Larder also communicates with members directly through a dedicated Facebook page, posting details of events, food-saving tips and recipes. Partnerships with 13 communityfocused organisations in and around Oxford, including Rose Hill Community Hub and Rose Hill Health ensure that, through the Larder, these groups are able to reach out to and support local people in need.

e Larder also provides opportunities for all participants to contribute to the community. As well as bene ting members, the programme encourages lower sixth pupils to adopt a broad outlook and consider community service an integral part of a well-rounded life. e school also values the positive and lasting contributions made to the Larder programme by MCS parent and sta

KEY STATISTICS INCLUDE:

• 4,000+ food baskets provided for Larder members.

• 2,300+ hours of MCS students volunteering time.

• 250+ supermarket vouchers distributed among the Larder members.

• An estimated 16 tonnes of food diverted from landfill.

volunteers, sharing ideas, resources and their experience for the bene t of everyone involved.

In the last year, the Larder has expanded the range of goods and services it provides to its members. For example, a new partnership established with the Oxfordshire Hygiene Bank provides personal care items to members. Other Larder partners include Achieve Oxfordshire, Veg Power and Project LEO –Transforming Energy in Rose Hill. A recent survey indicated that the Larder supports approximately 400 local people each week.

We were delighted that the school’s work at the Larder was recognised more broadly in 2022, as MCS were named nalists in this magazine’s awards campaign the Independent Schools of the Year awards, in the Community Outreach category.

AS WELL AS BENEFITING MEMBERS, THE programme encourages lower sixth pupils to adopt a BROAD OUTLOOK AND CONSIDER COMMUNITY SERVICE AN INTEGRAL PART OF LIFE

MCS partnered with the South Oxfordshire Food and Education Alliance

Deprived neighbourhood Rose Hill and MCS are both in the OX4 postcode

Larder members receive a complimentary hessian shopping bag

How do I know if boarding will suit my child?

e ask five ed cationalists their advice

IN A BOARDING SETTING, WE OFFER STRATEGIES FOR effective communication,

responding, CREATING A SAFE ENVIRONMENT

Paul Barlow, Senior Deputy Head and Head of Boarding, Aysgarth School, North Yorkshire

Children are unique individuals, each with their own needs and challenges. While parenting doesn’t come with a manual, our years of experience can prepare us for the unexpected when guiding children. Even resilient children can face various challenges, such as natural developmental changes, loss, or minor disappointments. Although there’s no de nitive roadmap, we can play a crucial role in providing your child with the tools to re ect on their emotions.

In a boarding setting, we o er strategies for e ective communication, active listening, and empathetic responding, creating a safe environment for emotional exploration. Age-appropriate activities and exercises encourage children to identify and express their emotions. By consistently reinforcing the message that showing feelings and seeking help is healthy, we can instil con dence in every child, empowering them to enjoy the boarding experience. While each child’s journey is unique, choosing boarding can equip your children with the emotional tools they need to thrive a er school.

Richard Penny, Deputy Head Pastoral, Bradfield College, Berkshire

Boarding can provide memories, skills and friendships for life, but is it for everyone?

Firstly, you need to ascertain what ‘boarding’ means, as it varies from school to school; how many stay in during the week or weekend, what proportion are exible boarders, are the houses structured vertically or horizontally by year group, do they return on Sunday night or Monday morning, how far from home is it if they need a respite night, what’s the pastoral provision like?

Increasing boarding nights in years seven and eight can help, and senior schools should o er familiarisation events so you can ask the little but important questions. e most signi cant consideration is what your child actually wants.

Recalcitrant boarders rarely nd the boarding life easy at rst, and equally parents who haven’t reconciled the empty nest can make the settling period harder.

Trust the professionals in the boarding houses to use their experience, judgement and expertise. Boarding develops independence, resilience and communication, so be prepared to give your child space and watch them thrive.

Edward Matten, Deputy Head, Dulwich Prep London

Dulwich Prep London ensures that families are expertly supported through the futureschools process. and is committed to helping each pupil nd the right school in which he will thrive. On average, 20 per cent of leavers transition to a boarding school each year at the end of year eight.

Many boarding schools o er rigorous academics with a diverse range of extracurricular activities and a tight-knit community. If your child has speci c interests or talents or is looking to develop independence skills, a boarding school could be the right setting.

We recommend involving your child in future-schools discussions and visiting prospective schools in order to gather more information and get a sense of the school’s culture and environment.

active listening and empathetic

Paul Barlow AYSGARTH SCHOOL, NORTH YORKSHIRE

Richard Penny BRADFIELD COLLEGE, BERKSHIRE

OUR EXPERTS

Jake Reynolds SALISBURY CATHEDRAL SCHOOL, WILTSHIRE

Edward Matten DULWICH PREP LONDON

Pete Richardson GORDONSTOUN, MORAY

Bradfield College

o ers flexible boarding options

Dulwich Prep London recommends involving your child in the future-school discussion

Pete Richardson, Head of Boarding, Gordonstoun, Moray

Small class sizes, outdoor education, the arts and sports – there’s no question that students are kept incredibly busy with an extensive and carefully coordinated curriculum, but how do you know whether boarding will suit your child? e beauty of boarding lies in those small interactions which o en happen o -piste. It’s in these moments that friendships are forged. Boarding schools are a melting pot of students (and sta ) from all corners of the globe; there really is no ‘one size ts all’. For the extroverted student, boarding is a natural t: some parents have described their child’s boarding experience as a “non-stop sleepover”. at said, for those of a quieter disposition, some parents announce that it was the best thing to ever happen to their child as they ‘came out of their shell’. In a happy boarding school, with excellent pastoral care, young people become part of an extensive second family where house sta work in partnership with parents, to help those in their care navigate their teen years in this challenging, crazy and beautiful world.

It’s likely that you will be as comforted by the depth of the pastoral care as you will be impressed by the scale and breadth of the educational o er. If your child is just as wideeyed as you, it’s a sign that a boarding school might just be for them.

Jake Reynolds, Housemaster, Salisbury Cathedral School, Wiltshire

Boarding school provides a unique opportunity for children to immerse themselves in a new environment and meet new people. So, when considering if your child will enjoy boarding, ask yourself whether they enjoy new experiences and challenges. It’s also worth asking whether you value your child developing independence and selfsu ciency. ey’ll need these indispensable life skills to thrive in a boarding environment.

at’s why supporting our pupils to be

more independent in all areas of school life is a priority for the team in the Salisbury Cathedral School boarding house. Pupils face these dual challenges – of new experiences and developing independence – within a structured daily routine that ensures they are not overwhelmed. Mealtimes, lessons, extracurricular activities, and bedtime, etc, all follow a carefully prepared schedule which can be relied upon day a er day. In summary, if your child could thrive in an environment that balances challenge with security, then boarding will be a great experience for them.

At Gordonstoun, boarders are kept busy with a packed timetable of outdoor activities

FOR THE EXTROVERTED CHILD, BOARDING IS A NATURAL FIT: some parents have described the experience as a “NON-STOP SLEEPOVER”

Salisbury Cathedral School pupils are supported to become more independent

Movers and MAKERS

hether on ollywood film sets or via online t toring platforms this generation of school leavers are making their mark on the wider world

DAISY JELLEY, 23

Actor and model

Hurtwood House, Surrey

Having done some modelling in my early teens, I was initially interested in a career in fashion design. However, once I arrived at Hurtwood House and had so much exposure to theatre, media and dance, my horizons changed and a whole new world of possibilities opened up. Although at first shy, I began acting and dancing in fellow students’ pop videos and thrillers, and before long my apprehension of performing evaporated. Thereafter, I took every opportunity to be on stage at at school – from musicals to pop concerts and dance shows, there was always another production.

Life has moved fast since leaving Hurtwood. As well as working with Prada, YSL, Gucci and Burberry, I’m thrilled to be acting in films such as How To Date Billy Walsh and Marked Men. I’m so grateful to Hurtwood House as without that experience, I would not be where I am today.

MATTHEW JACKMAN, 27

Project officer, UK Home Office, and Lieutenant in the Duke of Lancaster’s Regiment

Fettes College, Edinburgh

At Fettes I participated in academia, drama, music, CCF and sport at a high level. Fettes College instils a desire for variety and challenge, which led me to the Morehead-Cain scholarship to study at the University of North Carolina at Chapel Hill, where I continued to develop all the skills and academic interests I’d nurtured at school.

Having completed a master’s degree in Diplomacy and Foreign Policy in 2021, I’m currently deployed in the Middle East, serving as a Lieutenant in the Duke of Lancaster’s Regiment, working with the Royal Army of Oman. I was recently awarded a Lord Lieutenants of Cumbria Award for coordinating the rescue of one of my soldiers. In my civilian capacity, I work as a civil servant at the Home O ce.

DAISY JELLEY

MATTHEW JACKMAN

PHOTO: MICHAEL SHELFORD

ALICIA EDWARDS, 28

Broadcaster

Queen’s College, Taunton

I attended Queen’s College from nursery to upper sixth. During my time at school, I was very involved in the drama department and left with A-levels in English, art and performing arts.

I studied journalism at university and undertook an MA at City University in London before getting my first job in news.

Six years on, I work as a newsreader on Capital. I also read the news on other stations such as Capital Xtra and RadioX. Before moving to radio, I was a TV journalist at London Live.

Although my time in the classroom was incredibly beneficial, the other opportunities I was given at Queen’s have had just as big an impact on my career today. I performed in school productions, concerts, and recitals regularly and those experiences prepared me for the pressures of a career in broadcasting. I’m grateful to Queen’s College for so much, but mostly for the happy, fulfilling time I had at school.

JAMES FRANCIS, 24 Medical student

Aysgarth Prep School, North Yorkshire

I graduated with my first degree in physiology from the University of Nottingham in 2021, before transferring on to the graduate medicine course I’m due to complete next year. Alongside my studies, I’ve also trained as a qualified rugby coach, fostered a keen interest in medical education through working as a student associate for the General Medical Council, and undertaken published research into treatment options for breast cancer. I strongly credit my education at Aysgarth School (and latterly Eton College) for developing my inquisitiveness and desire to pursue opportunities in all di erent facets of life. I’m most grateful for the platform I was a orded. Next year, I plan to return to my birthplace of Zimbabwe on a medical elective to further nurture my passion for humanitarian medicine. I hope to work as a team doctor in a performance sports environment, working alongside athletes.

LIV RIGBY, 22

Entrepreneur

Eltham College, South-East London

I thoroughly enjoyed my time at school, where I was encouraged to push myself academically and take full advantage of the opportunities presented to me. I left with a mentality that gave me the confidence to start my own business while doing my undergraduate psychology degree. I was aware of the growth of online learning resulting from the lockdowns, and parents’ struggles to maintain their children’s engagement. This knowledge, coupled with my passion for education and enthusiasm, led me to start my own online tutoring agency. Liv & Learn: Tuition Reimagined provides engaging, fun, and, most importantly, quality educational support for students who may otherwise be struggling. I’m proud to say I’ve employed a growing team of young, hard-working academic individuals, from a variety of backgrounds. They share my dream of providing engaging academic support. The traits that have led to my continued success were nurtured at Eltham College.

ALICIA EDWARDS

JAMES FRANCIS

LIV RIGBY

Ballard School

Fernhill Lane, New Milton, Hampshire, BH25 5SU

Perrott Hill Prep School

Willis Lane, North Perrott, Somerset TA18 7SL

Head Teacher: Mr Andrew McCleave

Admissions: The Registrar registrar@ballardschool.co.uk 01425 626900

GENDER/AGES: Boys and girls, 2-16 years

TOTAL PUPILS: 472 (excluding Nursery & Kindergarten), boys 252, girls 220

TYPE: Day

FEES: Nursery from £54.20 including lunch per day, Pre-Prep from £3,290 per term, Prep (Year 3 – Year 8) from £4,950 – £5,755 per term, Senior £6,055 per term

ENTRANCE PROCEDURE: Please see our website for details and also for more details on our academic, pastoral and co-curricular strengths.

School Philosophy: To provide a supportive and caring environment for learning and excellent teaching, designed to ensure all pupils achieve their academic best. At Ballard, we have a passion for developing the ‘whole child’. We believe that in addition to providing a vigorous and challenging academic programme, education must also extend well beyond this, opening up experiences and opportunities that allow all our pupils to develop skills including creativity, independence, teamwork and critical thinking; we prepare them for work and life in a rapidly changing world.

Academic Record: In 2022, 40.3% of all grades achieved were grades 9 to 7 – a record high and double the national average. We also saw a 3% increase in Grade 9-4 from 2019 when our pupils last sat external GCSE papers, approximately 20% above the National Average.

Extra-curricular: 120+ activities and GCSE “Raising Attainment” sessions a week, Ballard’s co-curricular programme is designed to give pupils of all ages a breadth of opportunities, from Archaeology to Zumba! Whatever their individual strengths or curiosities, there is something for everyone.

Notable Achievements and Alumni: This academic year alone Ballard was a finalist for both Independent School of the Year for Performing Arts (ISOTY) and Excellence and Innovation in Art and Design (ISA); Highly Commended for Outstanding Sport (ISA); and shortlisted for Co-Educational Independent School of the Year (ISOTY). Last year we were awarded the Eco Schools Green Flag Award and were shortlisted for Wilder School and the Independent School of the Year for Student Wellbeing as well as Co-Educational Independent School of the Year (ISOTY). As well as team success, individual pupils have succeeded in Sport and the Performing Arts to a high level and our alumni include World Champions and Olympic medallists as well as an international opera star, pop bands and a harpist who plays for the Royal Family.

Open Days: Termly and visitors welcome at any time by appointment.

www.ballardschool.co.uk

Head Teacher: Mr Alex McCullough

Admissions: Mrs Camilla Bracher admissions@perrotthill.com 01460 72051

GENDER/AGES: Boys and girls, 3-13 years

TOTAL PUPILS: 184, boys 95, girls 89

TYPE: Day, Weekly, Flexi, Full Boarding

FEES: Nursery from £2,130 per term, pre-prep from £2,679 per term, prep from £6,218 per term, weekly boarding £8,044 per term, full boarding £9,562 per term, flexi boarding available at £45 per night

ENTRANCE PROCEDURE: Please see the website for details.

School philosophy: Perrott Hill is a ‘small but mighty’ traditional British prep school, o ering a dynamic and well-rounded education. Its size is its strength, as it enables the distinctive family atmosphere and unique spirit and charm the school is known and loved for. The school features regularly in The Good Schools Guide and the Tatler Schools Guide, and has won multiple awards in recognition of its exceptional o ering and environment.

Open Days: January, May and September

www.perrotthill.com

AN INDEPENDENT SCHOOL FOR GIRLS AND BOYS AGED 4-13

We believe that every child has immense potential that, in the right environment, can be uncovered, nurtured and realised. wellingtoncollege.org.uk

FAMILY LIFE

From travel and events to a competition, read on for some summer inspiration

With everything from family holidays abroad to endless park playdates, a youngster’s wardrobe never works harder than in the long, hot weeks of the summer break. But fear not, because Boden’s seasonal kids’ edit has you covered with a host of bright and playful separates for boys and girls to mix and match. Prices from £11, boden.com

The grand tour

The John Hall Venice course is an epic gap year experience, and one that I’ll never forget. It’s a nine-week introduction to some of the finest and most thought-provoking achievements in the Western world, from the classical past to today’s triumphs.

There are lectures and visits by a team of world-class experts and the course includes painting, sculpture, architecture, music, world cinema, literature and global issues. There are practical classes in studio life drawing and portraiture, as well as classes in photography, Italian language and cookery.

The course consists of a week in London, six weeks in Venice, a week in Florence and a week in Rome. The heart of the experience is Venice and to be in the historic and uniquely beautiful city of Venice, living more like a resident than a tourist, is a life-changing experience.

Students come from all around the world, creating a cosmopolitan collegiate atmosphere that leads to friendships and connections for life. There are many privileged private visits throughout the

course, including an unforgettable night visit to St.Mark’s in Venice and a private visit to the Vatican in Rome.

History of art was my favourite subject at school. I was absolutely fascinated by it and knew it would be the course I’d study at university. On the day of results, I decided to defer my place at Bristol and take a gap year. I already knew about the John Hall course, everyone I knew who had done it had said how incredible it was – every single one had immensely good

things to say. On coming back from the course, it was great to know that it had lived up to my expectations and more. It’s the perfect mix of culture, interest and pure fun. I started the course knowing a few people and have come back with incredible lifelong friends.

The lecturers were charismatic, easy to listen to and inspiring. I went in with a good art knowledge but l’ve come out with not only a wider frame of contextual reference, but a desire to learn more.

History of art enthusiast Belle White deferred her place at university to take the John Hall Venice course. Here, she shares her gap-year study experience

The John Hall Venice course lecturers o er inspiring insight

Exploring the city as a cosmopolitan group fosters lifelong bonds

Living with each other for six weeks builds a special bond that I know will last a long time. Venice itself is just the most beautiful place to stay and getting to know it was special – I almost felt like a local, and now I can’t wait to go back. The pure excitement of living in a hotel – going out to lunch and eating dinner all together every day – filled me with so much excitement and joy.

It was a perfect mix of social and intellectual fun. The bonds people built

EAT, DRINK, VISIT, ENJOY

There’s so much for culture vultures to do in the City of Love

• Vino Schiavi – found opposite the church of San Trovaso, this is a very cool stand-up wine bar for when you’ve had enough sightseeing. Truly great cicchetti (small snacks).

• Osteria Alla Bifora – Campo Santa Margherita, Dorsoduro. Set in part of a 13th century palazzo and candlelit, this restaurant serves up deliciously simple, meat and cheese bar food.

• Go to Torcello island to check out where Venice began, it’s a gorgeous church and you can then take the little boat from Torcello to Burano, stroll into the tiny central street and eat at Da Romano restaurant (Sunday lunch there is a great vibe!).

• Trattoria Alla Madonna – in Calle della Madonna – it’s a big, bustling brasserie-style place. Cheap and cheerful with good quality lunch.

were so strong, there were floods of tears at the departure gates on the way back. It’s something that I’ll never forget and that holds a special place in my gap year experience and life!

The John Hall Venice course o ers an exciting taster of a university style of living and learning. It’ll leave you with not only some lifelong friendships, but also with a seriously improved CV.

The next course begins in London on 22 January 2024. johnhallvenice.com

• Read Venice by Jan Morris – a stunning simple picture of Venice as seen by the young James Morris (before she became Jan) in the 1960s. Romantic and acutely observed, this book is a must-read for lovers of this city.

• Visit the Peggy Guggenheim Collection to see her personal collection of 20th century art, located in her former home.

• Visit the isle of Murano to see the glass factories in action.

John Hall Venice students will have the chance to visit Murano’s glass factories

Six weeks of the cultural course takes place in Venice

THERE ARE LECTURES BY a team of worldclass experts, and the course includes PAINTING, SCULPTURE, ARCHITECTURE, MUSIC, WORLD CINEMA, LITERATURE AND GLOBAL ISSUES

The Sistine Chapel is just one of the breathtaking sights students will take in

Travel the canals of Venice taking in the very best dining spots

Venice is home to lots of historical classical architecture

“I

CALENDAR

Our roundup of fun and inspiring events, exhibitions and activities to check out

Imagine, play and design

FROM 1 JULY

London

Co-designed with children and young people, Young V&A will open its doors in East London’s Bethnal Green in time for the school holidays. This free, interactive museum aims to express the power of creativity in children’s lives with sensory playscapes, a finger skateboard park, an Imagination Playground construction zone, a story-telling stage and an open design studio. These elements – and much more – will help celebrate playful learning and host multigenerational activities and events. And with three permanent galleries, the space will also showcase around 2,000 objects from the museum group’s vast collection of art, design and performance in surprising, inspiring and joyful ways. Be among the first to experience this interactive wonderland. vam.ac.uk

Fiesta fun

31 JULY – 3 SEPTEMBER

Surrey

Wilderfest returns to Chessington World of Adventures for a third time, bringing an added spirit of celebratory fun to the theme park’s already e ervescent atmosphere. The resort will come to life with live music stages, roaming entertainment, mouthwatering festival food and a whole lot of family-friendly fun – expect to be singing, dancing and riding all day amid the park’s endless attractions. What more could you ask for from a wild day out?

chessington.com

WORDS: LAURA SUTHERLAND

Back in the frame

FROM 22 JUNE

London

Following a three-year transformative ‘facelift’, the National Portrait Gallery has reopened. Through a showcase of photography, painting and drawing portraiture, the museum will once again share the story of Britain’s past, present and future, starting with a line-up of four major exhibitions to complement its free-of-charge permanent collection. Immerse young art bu s in all that the revitalised gallery has to o er, from female photographers and an exhibition celebrating the Black figure in art (The Time is Always Now) to David Hockney masterpieces and never-seenbefore portraits of The Beatles, captured by Paul McCartney. npg.org.uk

Under nature’s spell

7 – 9 JULY

Leicestershire

Pay sustainability more than lip service by travelling en famille to the Timber Festival in Leicestershire’s Feanedock National Forest this summer. With a programme dedicated to the celebration of the earth and wellness, this leafy idyll is an ideal place for you and your teens to disconnect from the stress of the past school year and reconnect with nature. Enjoy an electrifying and eclectic live music schedule, take part in mindfulness workshops and attend talks about everything from forest protection and outdoor learning to climate anxiety. timberfestival.org.uk

On the ball

11 – 14 AUGUST

Norfolk

Active families, this one’s for you! Mark the latter stages of the summer holidays by descending on Holkham Park for the Festival of Sport. Established by rugby legends Austin Healey and Will Greenwood, this event brings together athletic enthusiasts of all ages and professional sports stars – such as cricketer Ryan Sidebottom, women’s rugby player Sydney Gregson and footballer Dean Ashton – for a sunny weekend of outdoor and sporting fun. Activities on o er range from hockey, netball and cricket to kayaking, trampolining and lacrosse, with plenty of additional sessions for under-fives and over-18s, as well as wellness and entertainment options for when energy levels dip. festivalofsportuk.com

Get with the programme

15 JULY

Oxford

If your kid’s a keen coding novice, they’ll love the opportunity to stretch their IT know-how with the Creative Computing Club’s Cyber-Pet project. Run for ages nine to 12 at the Science Oxford Centre, the 90-minute lesson will teach fledgling programmers how to design and code a BBC micro-bit Tamagotchi creature and bring it to life, complete with a beating heart! There’ll also be instruction on teaching it to talk (or bleep) using displays and sound e ects. Then it’s up to the pet parent to keep their new virtual BFF happy with naps, playtime, walkies and treats. The £10 ticket covers access to the centre’s woodland space and Outdoor Water Lab on the day. scienceoxford.com

Garden party

11 – 16 JULY

London

Greater London’s dreamiest botanical haven, Kew Gardens will present a week-long festival of open-air summer concerts within its stunning verdant grounds. Kew the Music 2023’s set list is hard to beat, with a host of big names popular with audiences of all ages. Families can bond while watching headliners such at Bastille, The Human League, Jools Holland and Jack Savoretti perform their greatest hits with a picnic in truly lush surroundings. Various ticket options are available, including VIP packages. kewthemusic.org

A star is born

24 JUNE – 7 APRIL 2024

London

Feathers, beading and faux ermine, oh my! Iconic performers of stage, screen and the world spotlight – think Cher, Elton John and Marilyn Monroe – are set to be celebrated with the summer opening of the blockbuster Diva V&A exhibition. Spectacular costumes, glamorous gowns and captivating photography will take centre stage to tell the stories of a constellation of performers from Maria Callas to Lizzo. Book now to give your youngsters an early summer treat. vam.ac.uk

Acting up

Fans of the Grinch, the Cat in the Hat and Horton can take to the stage at Tales from Dr Seuss Play in a Week, a five-day summer-holiday workshop aimed at ages five to eight years, held at York Theatre Royal. Starting on Monday with lots of fun games, youngsters will delve into the writer’s bizarre and extraordinary characters and learn to get their tongue around his wonderfully weird words, having lots of fun, while working their way towards putting on a short showing on Friday. Workshop places are £100 (concession rates are available). yorktheatreroyal.com

Make it snappy

6 JULY

Edinburgh

Budding Attenboroughs will relish the opportunity to capture the creatures of Edinburgh Zoo on film during its Junior Nature Photography workshop. Aimed specifically at the 11-to-15 age range, this morning session will be run by the Royal Zoological Society of Scotland’s nature photographer-in-residence, Laurie Campbell, who actually has a background as an Edinburgh Zoo keeper before embarking on a 30-year career behind the camera. A selection of animals will act as models for the young novices to test and practise a host of techniques. The small class sizes and opportunities for one-on-one guidance will ensure that your expertise, whatever the level, is improved upon. edinburghzoo.org.uk

In harmony

7 – 8 JULY

Birmingham

Music For Youth’s National Festival will see some of the nation’s finest young maestros perform at world-class venues across Birmingham over two days. From jazz, soul and funk groups to choirs, orchestras and bands, these concerts and recitals are open to the public, with Fringe stages in Centenary Square and setlists running from the Town Hall, Symphony Hall and CBSO Centre. And eager artistes-in-the-making can get involved by taking part in one or some of the many free workshops on o er – an excellent opportunity to hone skills and build confidence, led by music-industry experts. mfy.org.uk

Silver screen

FROM 22 JUNE

Nationwide

Teen film bu s across the country can rejoice, as Luna Cinema will be putting on a series of open-air screenings of cult classics and popular recent releases nationwide, throughout the summer. With spectacular settings ranging from Hampton Court Palace, Westminster Abbey and Kenwood to Lulworth Castle, Ascot Racecourse and Chester Zoo, the whole family can share out the popcorn and soak up the balmy seasonal atmosphere while taking in Mean Girls, Top Gun: Maverick, Grease, Mamma Mia!, The Greatest Showman and many more iconic cinematic moments, en masse. thelunacinema.com

OAKF IELD PREPARATORYSCHOOL

OAKF IELD PREPARATORYSCHOOL

OAKF IELD PREPARATORYSCHOOL

Schools Advice l

We are an academically ambitious, co-educational preparatory school for 2-11 year olds

We are an academically ambitious, co-educational preparatory school for 2-11 year olds

We are an academically ambitious, co-educational preparatory school for 2-11 year olds

Private Tuition for all

Ages l

Academic Assessments

Academic l

Sign up to an upcoming Open Morning by scanning the QR code

Sign up to an upcoming Open Morning by scanning the QR code

Sign up to an upcoming Open Morning by scanning the QR code

Exam Support

It’s clear that Enjoy has a clear moral compass and really cares about both its clients and tutors -no wonder their tutoring is as much about mentoring and improving children’s confidence as it is about teaching the nuts and bolts of a particular subject.”

Officially recognised as ‘Excellent in all categories’ (November 2022 ISI Report)

Officially recognised as ‘Excellent in all categories’ (November 2022 ISI Report)

Officially recognised as ‘Excellent in all categories’ (November 2022 ISI Report)

-The Good Schools Guide

Interested in private tuition, assessments or schools advice?

Contact one of ourEducation Consultants today:

020 8670 4206

020 8670 4206

www.oakfield.dulwich.sch.uk

+44 (0)20 7352 8800enquiries@enjoyeducation.co.uk

020 8670 4206

www.oakfield.dulwich.sch.uk

125-128 Thurlow Park Road, West Dulwich, London, SE21 8HP

125-128 Thurlow Park Road, West Dulwich, London, SE21 8HP

A Prep School like no other

NULS Prep provides the perfect environment for pupils to thrive. Prep Adventures adds to our already enriching and nurturing educational experience in our outstanding 30 acre campus. Prep School pupils reap the benefi ts of specialist teaching in specialist facilities including an on-site Forest

School, 25m Swimming Pool, Dance Studio, D&T workshops, fully-lit Astro Turf and our new state-of-the-art Sports Complex.

NULS Prep equips your child with the skills and abilities to progress to later stages of education and to prepare them for a lifetime of discovery.

Staffordshire’s Leading Independent Day School

nuls.org.uk

WIN a holiday in Langkawi, Malaysia

Escape to the five-star Danna Langkawi Resort & Beach Villas for a family holiday of a lifetime

Steeped in rich history, timeless elegance and sophisticated splendour, e Danna Langkawi Resort & Beach Villas retreat is nestled in a lush tropical enclave, overlooking a powder-white beach that provides the perfect backdrop for quality family time in the Malaysian sunshine.

e ve-star resort is a member of Small Luxury Hotels of the World and has 125 colonial-inspired rooms and suites, which boast picturesque views of the rolling hills of Langkawi Island, the lush courtyard, pristine marina or the majestic Andaman Sea and 10 exclusively designed private pool villas perched along the pristine and secluded beachfront of Pantai Kok.

Splash about in the largest three-tiered in nity pool on the island or take a dip in the sea, head out on a family bicycle adventure and enjoy water sports, including kayaking or a luxury electric pedal boat ride.

Keep your junior VIPs entertained with the new e Danna Jr. experience, with special Danna kids sleeping tent with lanterns, colouring book, beach and so toys and delightful homemade sweet treats. Let your youngsters immerse themselves at the resort’s Kids’ Club, where they can enjoy sand art, sports and shfeeding sessions, interactive board games, Lego block building and much more.

And while the kids are at play, parents can unwind at e Spa, a top oor oasis with panoramic views, or work up a sweat with the Danna Gym’s full range of Technogym equipment. Enjoy dining done di erently with the resort’s ve culinary experiences, from Peranakan cuisine and light bites to European and Asian avours and even an authentic Italian feast. Finally, relax with a sundowner on the balcony of your room or in the resort’s Deck beach bar or 1920s Verandah Lounge. thedanna.com

HOW TO ENTER

Please answer the following question and enter at the website address below:

What is the name of the beach bar at the resort?

a) the Deck b) the Plank c) the Rudder

PRIZE

• A five-night holiday for a family of four at the five-star The Danna Langkawi Resort & Beach Villas on the island of Langkawi, Malaysia

The Danna Jr. experience includes a sleeping tent

The Danna Langkawi Resort and Beach Villas has 125 rooms and suites

The resort has a white-sand beach where you can relax and take in the Andaman Sea views

ANABEL KINGSLEY

The daughter

Philip Kingsley – and brand president of the haircare brand – recalls Trevor-Roberts School in North London

Your school in three words Creative, individual, supportive.

Who was your best friend?

Benedicta. I think we gelled so well as we’re both creative and slightly eccentric. We’re still close! I was her bridesmaid, and she came to my wedding.

What did you want to be when you grew up?

I wanted to be an astronaut and went to space camp at the NASA base in Alabama. It was amazing! We did spaceflight simulations in equipment astronauts trained in.

Most embarrassing moment?

Probably having my jeans rip all the way down the back during PE when I bent over to pick up a netball. Being 13 at the time – and at a co-ed school – just made it even more traumatic.

Did you play any class pranks?

Pranks can border on being mean, and I was always very conscious about not hurting people’s feelings. But at home my sister and I’d put corks in the sink faucet and confetti buckets above doors, (charming, I know!)

Let’s talk school food: Michelin-star worthy, or...? I remember a lot of people not liking the food. But I also remember often finishing the food on my friends’ plates – so

it couldn’t have been that bad. Bread and butter pudding was my absolute favourite.

Win any prizes?

I did, and still do, love to write – everything from short stories to poems and song lyrics. Trevor-Roberts would hold creative writing competitions a few times a year. I

think I won at least five times. The prize was a book voucher, which did vex me a little as I wasn’t a great reader. I was often the lead in our school plays. I’d go for the male lead part as they were much more fun to play. In Peter Pan, I played Captain Hook.

All-star sports captain or outside field lingerer?

Trevor-Roberts wasn’t a particularly sporty school but I really enjoyed sports. At my other schools, I’d been captain of both the swimming and tennis teams. I also went o to tennis camp every year, and participated in gymkhanas on the weekends.

Favourite teacher?

Our French teacher, but not because of my love of French – it was the rhymes she used to make up and sing to us at lunch time: ‘keep your elbows o the table. I’ll chop them o if I’m able’.

Team player or going solo?

Aren’t we all a bit of both? I’m highly competitive and this keeps me very driven. Running a company has so much to

do with teamwork. Success depends on the team as a whole, not one person.

What advice would you o er your school-age self?

Not to worry so much, and to enjoy learning. It wasn’t until I went on to study trichology in my 20s, a decision I made on my own, that I understood the power of knowledge and got truly excited by it.

of renowned trichologist

I WAS OFTEN THE LEAD IN OUR SCHOOL PLAYS. I’D GO FOR THE MALE lead part as they were much more fun to play. IN PETER PAN, I PLAYED CAPTAIN HOOK

Open

Open Evening: Tues 14th November – Sixth Form

Open Morning: Sat 9th March – Rishworth

Open Morning: Sat 20th April - Heathfield